Interactive Agricultural Experiences of 4th Grade Students in the Arid Southwest: An Examination of the Impact of Hands-On Learning Experiences as a Component of Agriculture in the Classroom Curriculum

Persistent Link:
http://hdl.handle.net/10150/195882
Title:
Interactive Agricultural Experiences of 4th Grade Students in the Arid Southwest: An Examination of the Impact of Hands-On Learning Experiences as a Component of Agriculture in the Classroom Curriculum
Author:
Glassman, Rodney Britz
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
There exists a general belief among K-16 educators as well as scientists that people must be scientifically and agriculturally literate in order to make wise and informed economic and political decisions about the use of renewable resources (Cardwell, 1994). Each State approaches Agriculture in the Classroom from the basis of its own needs and resources and is responsible for organization, funding, public outreach, materials development and teacher training (Traxler, 1990). The introduction of score-based funding as well as statewide implementation of standardized testing coupled with the ever-increasing importance of agricultural knowledge of the general population in areas with resource management issues has made the issue of agricultural education in arid regions very important. The purpose of this study was to assess the impact of various types of Agriculture in the Classroom curriculums and instruction on the agricultural arid lands literacy of 4th grade students. A pre-test/post-test analysis was administered to 21 classrooms in a Public School District in order to compare the agricultural literacy scores of students who participated in an agricultural fieldtrip experience with students who received the same materials in the form of a four-day arid lands curriculum, those who received both the field trip and curriculum, and those who did not receive any form of agricultural education module. The three treatment groups scored significantly higher on the agricultural arid lands literacy test than the control group. It was also discovered that there was no statistically significant difference between the results of three levels of treatment. However, all three treatments were statistically higher than the control group.
Type:
text; Electronic Dissertation
Keywords:
Arid land resource sciences; agricultural education; natural resources; public policy
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Arid Lands Resource Sciences; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Elliot, Jack

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleInteractive Agricultural Experiences of 4th Grade Students in the Arid Southwest: An Examination of the Impact of Hands-On Learning Experiences as a Component of Agriculture in the Classroom Curriculumen_US
dc.creatorGlassman, Rodney Britzen_US
dc.contributor.authorGlassman, Rodney Britzen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThere exists a general belief among K-16 educators as well as scientists that people must be scientifically and agriculturally literate in order to make wise and informed economic and political decisions about the use of renewable resources (Cardwell, 1994). Each State approaches Agriculture in the Classroom from the basis of its own needs and resources and is responsible for organization, funding, public outreach, materials development and teacher training (Traxler, 1990). The introduction of score-based funding as well as statewide implementation of standardized testing coupled with the ever-increasing importance of agricultural knowledge of the general population in areas with resource management issues has made the issue of agricultural education in arid regions very important. The purpose of this study was to assess the impact of various types of Agriculture in the Classroom curriculums and instruction on the agricultural arid lands literacy of 4th grade students. A pre-test/post-test analysis was administered to 21 classrooms in a Public School District in order to compare the agricultural literacy scores of students who participated in an agricultural fieldtrip experience with students who received the same materials in the form of a four-day arid lands curriculum, those who received both the field trip and curriculum, and those who did not receive any form of agricultural education module. The three treatment groups scored significantly higher on the agricultural arid lands literacy test than the control group. It was also discovered that there was no statistically significant difference between the results of three levels of treatment. However, all three treatments were statistically higher than the control group.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectArid land resource sciencesen_US
dc.subjectagricultural educationen_US
dc.subjectnatural resourcesen_US
dc.subjectpublic policyen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineArid Lands Resource Sciencesen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairElliot, Jacken_US
dc.contributor.committeememberMarsh, Stuarten_US
dc.contributor.committeememberCox, Daviden_US
dc.contributor.committeememberHiller, Josephen_US
dc.contributor.committeememberKnight, Jamesen_US
dc.identifier.proquest1302en_US
dc.identifier.oclc137354905en_US
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